Section 4: Overview for what you should have in your paper (HL/SL)
Section 5: HL Paper 3 Details and Markbands
Section 6: Internal Assessment Field Work (HL/SL) details/mark schemes
Section 7: Glossary of Command Terms (words that you need to know and use)
On this page I have taken out the parts of the guide that I thought would be most important for you to be familiar with. However, for the Internal Assessment Fieldwork section every student should read that part of the guide at least once all the way through. Here is a PDF of the guide:
Section A: Students answer all short-answer questions. Some include data. (45 marks) Section B: Students answer one extended response question. (15 marks)
Section A and section B are common to both SL and HL assessment.
(60 marks)
Paper 2 (1 hour 20 minutes) Syllabus content: Two optional themes Assessment objectives 1–4 Students answer two structured questions based on stimulus material, each selected from a different optional theme. For each theme there is a choice of two questions. (20 marks per question) Some stimulus material is included in the resources booklet. This paper is common to both SL and HL assessment.
(40 marks) .
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. Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Syllabus content: Any topic from the syllabus
Assessment objectives 1–4
Written report based on fieldwork. Maximum 2,500 words (30 marks)
Section A: Students answer all short-answer questions. Some include data. (45 marks) Section B: Students answer one extended response question. (15 marks)
Section A and section B are common to both SL and HL assessment.
(60 marks)
Paper 2 (2 hours) Syllabus content: Three optional themes Assessment objectives 1–4 Students answer three structured questions based on stimulus material, each selected from a different theme. For each theme there is a choice of two questions. (20 marks per question) Some stimulus material is included in the resources booklet. This paper is common to both SL and HL assessment.
Students answer one of three essay questions. (25 marks)
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20%
. Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Syllabus content: Any topic from the syllabus
Assessment objectives 1–4
Written report based on fieldwork. Maximum 2,500 words (30 marks)
This paper is common to SL and HL and is divided into two sections, A and B. Its purpose is to assess students’ ability to demonstrate the following objectives in relation to the core theme—patterns and change.
Knowledge and understanding (assessment objective 1) in sections A and B
Application and analysis (assessment objective 2) in sections A and B
Synthesis and evaluation (assessment objective 3) in section B
The ability to use appropriate terminology and, if appropriate, to use a variety of skills in a response in sections A and B, and produce well-structured written material (assessment objective 4) in section B
The questions in each section may include stimulus material, such as tables/diagrams/maps.
Section A
There are four compulsory short-answer questions covering each of the four topics within the core theme. Students are required to answer all four.
The questions are subdivided into parts. The first part requires knowledge and understanding and the subsequent part or parts require knowledge and understanding, and application and analysis. The command terms used in each question indicate the depth required.
Each question is worth 10–12 marks and is subdivided.
The maximum for this section is 45 marks.
Responses are assessed with an analytic markscheme specific to the question paper that indicates the required responses and allocation of marks.
Section B
Students are required to answer one extended response question from a choice of three.
The questions require a broad treatment of the content and may integrate topics across the core.
The questions require knowledge and understanding, application and analysis, and synthesis and evaluation.
The command terms used in each question indicate the depth required.
The maximum for this section is 15 marks.
Responses are assessed with an analytic markscheme specific to the question paper and with the paper 1 section B markbands.
Overall, the maximum for this paper is 60 marks.
Paper 2 SL/HL
Duration: 1 hour 20 minutes SL or 2 hours at HL Weighting: 35%
The purpose of this paper, which is common to SL and HL, is to assess students’ ability to demonstrate the following objectives in relation to the seven optional themes.
Knowledge and understanding (assessment objective 1)
Application and analysis (assessment objective 2)
Synthesis and evaluation (assessment objective 3)
The ability to use appropriate terminology, to use a variety of skills and produce well-structured written material (assessment objective 4) in the last part of each structured question
For each of the seven optional themes there is a choice of two questions for SL and three questions for HL; all questions are structured and worth 20 marks. The first parts, of which there are at least two, add up to 10 marks but the marks for each part differ according to the demands of the question. The last part is always worth 10 marks. Earlier parts of the question are related and test knowledge and understanding, and application and analysis. The last part, which may or may not be directly related to earlier parts, draws on content learned from across the theme and tests synthesis and evaluation. It requires extended writing. The command terms used in each question indicate the depth required.
The layout of the paper matches the order of the seven optional themes set out in this syllabus. The title of each theme is given on the paper and the questions are numbered 1–14 (two questions on each theme). Questions on “Option C: Extreme environments” are labelled, for example, as Optional Theme C: Extreme environments, questions 5 and 6.
SL students must answer one question from two optional themes; that is, they must produce two responses in total.
Students must choose one question from one theme and not answer two questions from the same theme.
At least one of the two questions in each theme has stimulus material. This may include maps (including topographic maps), graphs, images, photographs, satellite images, diagrams or tables (but not cartoons or text extracts).
Where appropriate, the stimulus material is presented in the resources booklet, which includes coloured material.
The maximum for each question is 20 marks.
Responses are assessed with an analytic markscheme specific to the question paper, which indicates the required responses and allocation of marks for the parts of each question. The last part of each question, worth 10 marks, is assessed both with an analytic markscheme that indicates the required response and with the paper 2 markbands.
Overall, the maximum for paper 2 for SL students is 40 marks and the maximum for HL students is 60 marks.
SECTION 2: PAPERS 1 and 2
BOTH SL AND HL WILL USE THESE MARKBANDS FOR PAPERS 1 and 2
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.Here is a table that will help you understand the command terms above better
Below is what the IB will expect you to have in your written papers (HL/SL)
Written papers
The external assessment in geography consists of two examination papers at SL and three at HL that are externally set and externally moderated. They are designed to allow students to demonstrate their competencies in relation to the geography assessment objectives and specific parts of the geography syllabus, namely the geographic skills, the core theme, the optional themes and, at HL, the higher level extension. The external components contribute 75% to the final assessment at SL and 80% at HL.
Use of maps and diagrams
Students are expected to include well-drawn, large, relevant maps, sketches, tables and diagrams as often as applicable. Only metric maps will be used for examinations.
Annotated maps
Examination questions frequently refer to “annotated maps”. Annotating maps requires students to include comments on the map itself and to place these comments in the relevant locations. Comments must not be written separately below the map.
Annotated diagrams
Examination questions frequently refer to the need to include “annotated diagrams”. These diagrams require some comment to be added to the actual diagram to explain, elaborate on or emphasize particular features. A comment such as “high birth rates” is best added directly to the diagram in the appropriate place, which means the diagrams need to be large. Geography guide 51 External assessment
Use of case studies and specific examples
A case study is a detailed, located example for discussion or discursive approach. Students are expected to illustrate their answers in examinations with case studies and examples where appropriate, and to be prepared to demonstrate, when relevant, that these have contrasting levels of development. Each case study or example chosen must reveal something different in terms of the level of social, economic or political development reached in the country or region selected so that a comparison between them can be demonstrated. Ideally, the case studies selected should be within the students’ lifetime, although there is more detail on this in “Further guidance” in the “Approaches to the teaching of geography” section. Examples must be used to demonstrate links between the concepts and case studies as appropriate. When examples are used, students should not provide just one word responses, as this is too limited, but should offer some explanation of the example. It is expected that students will use maps, diagrams, tables, sketches, case studies and examples where applicable in examination answers and teachers are recommended to advise students of this. Instructions on the examination papers also advise students of this requirement. Sometimes individual questions specify that the use of case studies or examples is essential because more detailed information is required from the students to show specific knowledge and understanding in the answer.
Links to the specific details in the syllabus
Quotations from this syllabus, from the introduction to the core theme and from the introductions to the optional themes and HL extension, may be used to provide a context for examination questions, but questions will only be drawn from the main two columns of the syllabus table—topic and development.
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SECTION 5: HL PAPER 3
END OF HL PAPER 3
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SECTION 6: HL/SL
Internal Assessment Field Work (HL/SL) Details and Markschemes
Purpose of internal assessment Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching and not be a separate activity conducted after a course has been taught. The internal assessment requirements at SL and at HL are the same. The time allowed is 20 hours and the weightings are 25% at SL and 20% at HL. Students are required to undertake fieldwork collecting primary information and produce one written report that is based on a fieldwork question.
Weighting: 25% at SL, 20% at HL Relationship to the syllabus The fieldwork study for both HL and SL students must be related to material in a specific sub-topic or development column listed in the syllabus, whether it is from the core theme, the optional themes or the HL extension. It can combine two or more topics or themes.
The fieldwork must be on a local scale and involve the collection of primary information. The chosen topic may be physical or human, or may integrate the two approaches. Global issues are unsuitable for study unless they can be adapted to the local scale. For example, topic 4 “Patterns in resource consumption” in the core theme could be applied at the local scale. The following topics within the core theme, the optional themes B, C, D, E and F, and the HL extension are unlikely to be suitable for fieldwork investigation.
i.e. You should not choose any of these topics below unless you can show me exactly how they would work.
Part of course
Topics
Core theme
Topic 1 Populations in transition
Topic 2 Disparities in wealth and development
Optional themes
Option B Oceans and their coastal margins Topic 1 Introduction to oceans Topic 2 Oceans and climate
Topic 4 Geopolitics of oceans Option C Extreme environments Topic 1 Challenging environments Option D Hazards and disasters—risk assessment and response Topic 1 Characteristics of hazards Option E Leisure, sport and tourism Topic 2 Leisure at the international scale: tourism Option F The geography of food and health Topic 2 Food: sub-topics—global availability of food; production and markets Topic 3 Disease: sub-topic—global patterns of disease
HL extension—global interactions
All topics are unsuitable except topic 7, “Global interactions at the local level”, which is suitable.
Types of information for collection Primary information This information must come from the student’s own observations and measurements collected in the field. This “primary information” must form the basis of each investigation. Fieldwork must provide sufficient information to enable adequate interpretation and analysis. Fieldwork investigations may involve the collection of both qualitative and quantitative primary information. The type of information collected should be determined by the aim and fieldwork question. Quantitative information is collected through measurement and may be processed using statistical and other techniques.
Format Students are advised to use the following guidelines to format their reports, which will ensure that the reports fulfill the requirements of the criteria.
Report section
Criterion
Marks allocated out of 30
Suggested word limit within 2,500 words
Fieldwork question and geographic context
A
3
300
Method(s) of investigation
B
3
300
Quality and treatment of information collected and written analysis (integrated)
C and D
5 + 10
1,350
Conclusion
E
2
200
Evaluation
F
3
300
Formal requirements
G
4
n/a
Total
30
2,450
The suggested breakdown of the word limit is offered as guidance and is not prescriptive. Students will not be penalized if they write more or less for each section provided the work remains within the total word limit of 2,500 words. It is helpful if students add the number of words per section in the main body of the report and provide the total number of words on the front cover of the report. The details below explain the requirements for each section, how each must be related to the assessment criteria and how the marks are allocated for each.
A... Fieldwork question and geographic context The fieldwork question (the precise inquiry) guides the fieldwork investigation. It must be narrowly focused, appropriate and stated as a question that can be answered through the collection of primary information in the field. (Where appropriate, students can make a brief preliminary judgment or prediction answering the fieldwork question. This prediction may be formulated as a hypothesis.)
Students must also comment briefly on the geographic context, explaining why and where the fieldwork investigation is to be carried out. This can include relevant spatial, physical, socio-economic conditions and other background information, concepts or characteristics. A map of the research area and/or the locations used in the fieldwork investigation is essential to provide the necessary spatial element. Students must also state the area(s) of the syllabus to which the study relates, whether it is from the topic or development columns within the core, the optional themes or HL extension. It can be drawn from a combination of two or more topics or themes. The suggested length of this section for work appropriate to criterion A is approximately 300 words.
B... Method(s) of investigation Students must describe the method(s) used to collect information. The description may include sampling techniques, time, location and circumstances of information collection where relevant. The method(s) used must be justified and must enable a sufficient quality and quantity of primary data to be produced to allow the fieldwork question to be investigated. The suggested length of this section for work appropriate to criterion B is approximately 300 words.
C... Quality and treatment of information collected and D... Written analysis (they are together)
Students should treat and display the information collected using the most appropriate techniques. These techniques must be the most effective way of representing the type of information collected and must be well used. The precise techniques employed will differ depending on the nature of the fieldwork question but may include statistical tests (including confidence limits), graphs, diagrams, maps, annotated photographs and images, matrices and field sketches.
In the written analysis, students must demonstrate their knowledge and understanding of the fieldwork investigation by interpreting and explaining the information they have collected in relation to the fieldwork question. This includes recognizing any trends and spatial patterns found in the information collected. Where appropriate, an attempt should be made to identify and explain any anomalies.
Students must also refer to the geographic context, information collected and the ways in which the material has been treated and presented.
The treatment and display of material and the written analysis must be integrated within this section. The suggested length for the work in the section related to criterion C and criterion D is 1,350 words.
E... Conclusion Students should summarize the findings of the fieldwork investigation. There should be a clear, concise statement answering the fieldwork question. It is acceptable for the conclusion to state that the findings do not match the student’s preliminary judgment or prediction. The suggested length of this section for work appropriate to criterion E is approximately 200 words.
F... Evaluation Students should review their investigative methodology, including methods of collecting primary information. Within this, they should consider any factors that may have affected the validity of the data, including personal bias and unpredicted external circumstances such as the weather. Students should suggest specific and plausible ways in which the study might have been improved and could be extended in the future. The suggested length of this section for work appropriate to criterion F is approximately 300 words.
G... Formal requirements
The fieldwork written report must meet the following five formal requirements of organization and presentation.
The work is within the 2,500 word limit.
Overall presentation is neat and well structured.
Pages are numbered.
References used for background information follow standard conventions. (Guidance on referencing is given in the earlier section on secondary information.)
All illustrative material is numbered, is fully integrated into the body of the report and is not relegated to an appendix.
General advice
Maps
It is strongly recommended that maps are student-generated, either by being hand drawn or computer-derived, and they must be made relevant to the study. Maps that are downloaded or photocopied should be adapted to the student’s own information and this may be achieved effectively by overlays. Normal map conventions must be followed.
Appendices
A very limited use of appendices is acceptable and, if appendices are used, these should contain only examples of materials that have been used or are representative of the material used, such as a data sheet or a translation of a questionnaire. It should not include all materials used, for example, every survey or questionnaire completed. Further, it should not include secondary information. Binding the report Details on how to bind and present the reports for moderation are available in the Handbook of procedures for the Diploma Programme.
Internal assessment criteria—SL/HL There are seven internal assessment criteria for fieldwork.
Criterion A
Fieldwork question and geographic context
3 marks
Criterion B
Method(s) of investigation
3 marks
Criterion C
Quality and treatment of information collected
5 marks
Criterion D
Written analysis
10 marks
Criterion E
Conclusion
2 marks
Criterion F
Evaluation
3 marks
Criterion G
Formal requirements
4 marks
Total
30 marks
The purpose of this assessment, which is common to SL and HL, is to assess students’ ability to demonstrate the following in relation to the fieldwork research question.
Knowledge and understanding (assessment objective 1)—criteria A and D
Application and analysis (assessment objective 2)—criteria A and D
Synthesis and evaluation (assessment objective 3)—criteria D, E and F
The ability to select, use and apply a variety of appropriate skills and techniques (assessment objective 4)—criteria B, C and G
The criteria should be applied systematically against the relevant parts of the written report.
A... Fieldwork question and geographic context This criterion assesses the focus and geographic context of the fieldwork and whether the fieldwork question is related to the material in the syllabus.
Marks
Level descriptor
0
The work does not reach the standard described by the descriptors below.
1
The fieldwork question is inappropriate, or the geographic context or locational map or relationship to the syllabus is missing.
2
The fieldwork question is adequate with an acceptable attempt made to place it in its geographic context and relate it to the syllabus. A locational map is presented.
3
The fieldwork question is well focused with a detailed, accurate explanation of the geographic context and is related to the syllabus. A good locational map is presented.
B... Method(s) of investigation This criterion assesses the description, justification and appropriateness of the method(s) used to investigate the fieldwork question.
Marks
Level descriptor
0
The work does not reach the standard described by the descriptors below.
1
There is only a brief description of the method(s) used for information collection, and the method(s) are generally inappropriate for the investigation of the fieldwork question.
2
There is an adequate description but limited justification of the method(s) used for information collection. The method(s) used are generally appropriate for the investigation of the fieldwork question.
3
There is a clear description and justification of the method(s) used for information collection. The method(s) used are well suited to the investigation of the fieldwork question.
C... Quality and treatment of information collected This criterion assesses the quality of information collected and its suitability for analysis in criterion D, and whether appropriate techniques have been used for both the treatment and display of information.
Marks
Level descriptor
0
The work does not reach the standard described by the descriptors below.
1
Limited or inappropriate information has been collected and very little attempt has been made to treat or display the information collected.
2
Some relevant information has been collected and some attempt has been made to treat or display the information collected.
3
The information collected is generally relevant to the fieldwork question and allows for some analysis. Limited techniques have been used for both the treatment and display of information collected.
4
The information collected is generally relevant to the fieldwork question and is sufficient in quantity and quality to allow for analysis. Appropriate techniques have been used for both the treatment and display of information collected.
5
The information collected is directly relevant to the fieldwork question and is sufficient in quantity and quality to allow for in-depth analysis. The most appropriate techniques have been used effectively for both the treatment and display of information collected.
D... Written analysis This criterion assesses the quality of the analysis of the results, referring to the fieldwork question, geographic context, information collected and illustrative material.
Marks
Level descriptor
0
The work does not reach the standard described by the descriptors below.
1–2
The report reveals very limited knowledge and understanding. The approach is descriptive with little or no attempt at analysis.
3–4
The report reveals some knowledge and understanding. There is an attempt at analysis, which may be incomplete or superficial, making little or no reference to the fieldwork question, geographic context, information collected and illustrative material.
5–6
The report reveals an adequate level of knowledge and understanding. There is an adequate level of analysis, which generally refers to the fieldwork question, geographic context, information collected and illustrative material.
7–8
The report reveals a good level of knowledge and understanding. There
is a well-reasoned, detailed analysis of the results with references to
the fieldwork question, geographic context, information collected and illustrative material. There is an attempt to explain any anomalies in results.
9–10
The report reveals a very good level of knowledge and understanding. There is a clear and well-reasoned, detailed analysis of the results
with strong references to the fieldwork question, geographic context, information collected and illustrative material. The attempt to explain any anomalies in results is good.
E... Conclusion This criterion assesses the ability of the student to summarize the findings of the fieldwork investigation.
Marks
Level descriptor
0
The work does not reach the standard described by the descriptors below.
1
There is some attempt to draw a conclusion to the fieldwork question, which may not be completely consistent with the analysis.
2
There is a clear conclusion to the fieldwork question, consistent with the analysis.
F... Evaluation This criterion assesses the student’s ability to review the investigative methodology. Internal assessment
Marks
Level descriptor
0
The work does not reach the standard described by the descriptors below.
1
There is either some attempt to evaluate methods of collecting fieldwork information or some suggestion is made for improvement or extension.
2
Methods of collecting fieldwork information have been evaluated or there are valid recommendations for improvements or extensions.
3
Methods of collecting fieldwork information have been evaluated clearly. There are valid and realistic recommendations for improvements or extensions. There may be some suggestions for modifying the fieldwork question.
G... Formal requirements This criterion assesses the extent to which the student meets the five formal requirements of writing, organizing and presenting the written report.
The work is within the 2,500 word limit.
Overall presentation is neat and well structured.
Pages are numbered.
References used for background information follow standard conventions. (Guidance on referencing is given in the earlier section on secondary information.)
All illustrative material is numbered, is fully integrated into the body of the report and is not relegated to an appendix.
Marks..............
Level descriptor
0
The work exceeds the 2,500 word limit or meets none of the other formal requirements.
1
The work is within the 2,500 word limit and meets one of the other formal requirements.
2
The work is within the 2,500 word limit and meets two of the other formal requirements.
3
The work is within the 2,500 word limit and meets three of the other formal requirements.
4
The work is within the 2,500 word limit and meets the other four formal requirements.
END OF INTERNAL ASSESSMENT FIELDWORK SECTION
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SECTION 7 HL/SL: Glossary Of Command Terms Below you will find terms that are commonly used academic words especially in this subject. You will see them on your exams. You should not only know them, but use them in your writing when you do your Internal Assessment Fieldwork Report.
IB DP Assessment Breakdown and Criteria Rubrics
Contents
Section 1: SL Assessment Outline
Section 2: HL Assessment Outline
Section 3: Paper 1 and 2 Details and Markbands
Section 4: Overview for what you should have in your paper (HL/SL)
Section 5: HL Paper 3 Details and Markbands
Section 6: Internal Assessment Field Work (HL/SL) details/mark schemes
Section 7: Glossary of Command Terms (words that you need to know and use)
On this page I have taken out the parts of the guide that I thought would be most important for you to be familiar with. However, for the Internal Assessment Fieldwork section every student should read that part of the guide at least once all the way through. Here is a PDF of the guide:
Section 1: SL Assessment Outline
Assessment at SL (Copy and paste verson)
Paper 1 (1 hour 30 minutes)
Syllabus content: Core theme
Assessment objectives 1–4
Section A: Students answer all short-answer questions. Some include data. (45 marks) Section B: Students answer one extended response question. (15 marks)
Section A and section B are common to both SL and HL assessment.
(60 marks)
Paper 2 (1 hour 20 minutes)
Syllabus content: Two optional themes Assessment objectives 1–4
Students answer two structured questions based on stimulus material, each selected from a different optional theme. For each theme there is a choice of two questions. (20 marks per question)
Some stimulus material is included in the resources booklet. This paper is common to both SL and HL assessment.
(40 marks)
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Internal assessment (20 hours)
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Syllabus content: Any topic from the syllabus
Assessment objectives 1–4
Written report based on fieldwork. Maximum 2,500 words (30 marks)
25%
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SECTION 3: ASSESSMENT OUTLINE HL
Assessment at HL (Copy and paste version)
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Paper 1 (1 hour 30 minutes)
Syllabus content: Core theme
Assessment objectives 1–4
Section A: Students answer all short-answer questions. Some include data. (45 marks) Section B: Students answer one extended response question. (15 marks)
Section A and section B are common to both SL and HL assessment.
(60 marks)
Paper 2 (2 hours)
Syllabus content: Three optional themes Assessment objectives 1–4
Students answer three structured questions based on stimulus material, each selected from a different theme. For each theme there is a choice of two questions. (20 marks per question)
Some stimulus material is included in the resources booklet. This paper is common to both SL and HL assessment.
(60 marks)
Paper 3 (1 hour)
Syllabus content: Higher level extension Assessment objectives 1–4
Students answer one of three essay questions.
(25 marks)
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25%
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20%
Internal assessment (20 hours)
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Syllabus content: Any topic from the syllabus
Assessment objectives 1–4
Written report based on fieldwork. Maximum 2,500 words
(30 marks)
20%
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External assessment details—SL/HL
Paper 1 SL
Duration: 1 hour 30 minutes
Weighting: 40%SL.......25%HL
This paper is common to SL and HL and is divided into two sections, A and B. Its purpose is to assess students’ ability to demonstrate the following objectives in relation to the core theme—patterns and change.
The questions in each section may include stimulus material, such as tables/diagrams/maps.
Section ASection B
Overall, the maximum for this paper is 60 marks.
Paper 2 SL/HL
Duration: 1 hour 20 minutes SL or 2 hours at HLWeighting: 35%
The purpose of this paper, which is common to SL and HL, is to assess students’ ability to demonstrate the following objectives in relation to the seven optional themes.
- Knowledge and understanding (assessment objective 1)
- Application and analysis (assessment objective 2)
- Synthesis and evaluation (assessment objective 3)
- The ability to use appropriate terminology, to use a variety of skills and produce well-structured written material (assessment objective 4) in the last part of each structured question
For each of the seven optional themes there is a choice of two questions for SL and three questions for HL; all questions are structured and worth 20 marks. The first parts, of which there are at least two, add up to 10 marks but the marks for each part differ according to the demands of the question. The last part is always worth 10 marks. Earlier parts of the question are related and test knowledge and understanding, and application and analysis. The last part, which may or may not be directly related to earlier parts, draws on content learned from across the theme and tests synthesis and evaluation. It requires extended writing. The command terms used in each question indicate the depth required.The layout of the paper matches the order of the seven optional themes set out in this syllabus. The title of each theme is given on the paper and the questions are numbered 1–14 (two questions on each theme). Questions on “Option C: Extreme environments” are labelled, for example, as Optional Theme C: Extreme environments, questions 5 and 6.
Overall, the maximum for paper 2 for SL students is 40 marks and the maximum for HL students is 60 marks.
SECTION 2: PAPERS 1 and 2
BOTH SL AND HL WILL USE THESE MARKBANDS FOR PAPERS 1 and 2
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.Here is a table that will help you understand the command terms above better
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SECTION 4 HL/SL: WHAT TO INCLUDE IN YOUR PAPERS
Below is what the IB will expect you to have in your written papers (HL/SL)
Written papers
The external assessment in geography consists of two examination papers at SL and three at HL that are externally set and externally moderated. They are designed to allow students to demonstrate their competencies in relation to the geography assessment objectives and specific parts of the geography syllabus, namely the geographic skills, the core theme, the optional themes and, at HL, the higher level extension. The external components contribute 75% to the final assessment at SL and 80% at HL.Use of maps and diagrams
Students are expected to include well-drawn, large, relevant maps, sketches, tables and diagrams as often as applicable.Only metric maps will be used for examinations.
Annotated maps
Examination questions frequently refer to “annotated maps”. Annotating maps requires students to include comments on the map itself and to place these comments in the relevant locations. Comments must not be written separately below the map.Annotated diagrams
Examination questions frequently refer to the need to include “annotated diagrams”. These diagrams require some comment to be added to the actual diagram to explain, elaborate on or emphasize particular features. A comment such as “high birth rates” is best added directly to the diagram in the appropriate place, which means the diagrams need to be large.Geography guide 51
External assessment
Use of case studies and specific examples
A case study is a detailed, located example for discussion or discursive approach. Students are expected to illustrate their answers in examinations with case studies and examples where appropriate, and to be prepared to demonstrate, when relevant, that these have contrasting levels of development. Each case study or example chosen must reveal something different in terms of the level of social, economic or political development reached in the country or region selected so that a comparison between them can be demonstrated. Ideally, the case studies selected should be within the students’ lifetime, although there is more detail on this in “Further guidance” in the “Approaches to the teaching of geography” section. Examples must be used to demonstrate links between the concepts and case studies as appropriate. When examples are used, students should not provide just one word responses, as this is too limited, but should offer some explanation of the example.It is expected that students will use maps, diagrams, tables, sketches, case studies and examples where applicable in examination answers and teachers are recommended to advise students of this. Instructions on the examination papers also advise students of this requirement.
Sometimes individual questions specify that the use of case studies or examples is essential because more detailed information is required from the students to show specific knowledge and understanding in the answer.
Links to the specific details in the syllabus
Quotations from this syllabus, from the introduction to the core theme and from the introductions to the optional themes and HL extension, may be used to provide a context for examination questions, but questions will only be drawn from the main two columns of the syllabus table—topic and development..
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SECTION 5: HL PAPER 3
END OF HL PAPER 3
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SECTION 6: HL/SL
Internal Assessment Field Work (HL/SL) Details and Markschemes
Purpose of internal assessmentInternal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching and not be a separate activity conducted after a course has been taught.
The internal assessment requirements at SL and at HL are the same. The time allowed is 20 hours and the weightings are 25% at SL and 20% at HL. Students are required to undertake fieldwork collecting primary information and produce one written report that is based on a fieldwork question.
Internal assessment details—SL/HL
Duration: 20 hours
Weighting: 25% at SL, 20% at HL
Relationship to the syllabus
The fieldwork study for both HL and SL students must be related to material in a specific sub-topic or development column listed in the syllabus, whether it is from the core theme, the optional themes or the HL extension. It can combine two or more topics or themes.
The fieldwork must be on a local scale and involve the collection of primary information. The chosen topic may be physical or human, or may integrate the two approaches.
Global issues are unsuitable for study unless they can be adapted to the local scale. For example, topic 4 “Patterns in resource consumption” in the core theme could be applied at the local scale.
The following topics within the core theme, the optional themes B, C, D, E and F, and the HL extension are unlikely to be suitable for fieldwork investigation.
i.e. You should not choose any of these topics below unless you can show me exactly how they would work.
Topic 2 Disparities in wealth and development
Topic 1 Introduction to oceans Topic 2 Oceans and climate
Topic 4 Geopolitics of oceans Option C Extreme environments
Topic 1 Challenging environments
Option D Hazards and disasters—risk assessment and response
Topic 1 Characteristics of hazards
Option E Leisure, sport and tourism
Topic 2 Leisure at the international scale: tourism
Option F The geography of food and health
Topic 2 Food: sub-topics—global availability of food; production and markets
Topic 3 Disease: sub-topic—global patterns of disease
Primary information
This information must come from the student’s own observations and measurements collected in the field. This “primary information” must form the basis of each investigation. Fieldwork must provide sufficient information to enable adequate interpretation and analysis.
Fieldwork investigations may involve the collection of both qualitative and quantitative primary information. The type of information collected should be determined by the aim and fieldwork question.
Quantitative information is collected through measurement and may be processed using statistical and other techniques.
Format
Students are advised to use the following guidelines to format their reports, which will ensure that the reports fulfill the requirements of the criteria.
The suggested breakdown of the word limit is offered as guidance and is not prescriptive. Students will not be penalized if they write more or less for each section provided the work remains within the total word limit of 2,500 words.
It is helpful if students add the number of words per section in the main body of the report and provide the total number of words on the front cover of the report.
The details below explain the requirements for each section, how each must be related to the assessment criteria and how the marks are allocated for each.
A... Fieldwork question and geographic context
The fieldwork question (the precise inquiry) guides the fieldwork investigation. It must be narrowly focused, appropriate and stated as a question that can be answered through the collection of primary information in the field. (Where appropriate, students can make a brief preliminary judgment or prediction answering the fieldwork question. This prediction may be formulated as a hypothesis.)
Students must also comment briefly on the geographic context, explaining why and where the fieldwork investigation is to be carried out. This can include relevant spatial, physical, socio-economic conditions and other background information, concepts or characteristics. A map of the research area and/or the locations used in the fieldwork investigation is essential to provide the necessary spatial element.
Students must also state the area(s) of the syllabus to which the study relates, whether it is from the topic or development columns within the core, the optional themes or HL extension. It can be drawn from a combination of two or more topics or themes.
The suggested length of this section for work appropriate to criterion A is approximately 300 words.
B... Method(s) of investigation
Students must describe the method(s) used to collect information. The description may include sampling techniques, time, location and circumstances of information collection where relevant.
The method(s) used must be justified and must enable a sufficient quality and quantity of primary data to be produced to allow the fieldwork question to be investigated.
The suggested length of this section for work appropriate to criterion B is approximately 300 words.
C... Quality and treatment of information collected and
D... Written analysis (they are together)
Students should treat and display the information collected using the most appropriate techniques. These techniques must be the most effective way of representing the type of information collected and must be well used. The precise techniques employed will differ depending on the nature of the fieldwork question but may include statistical tests (including confidence limits), graphs, diagrams, maps, annotated photographs and images, matrices and field sketches.
In the written analysis, students must demonstrate their knowledge and understanding of the fieldwork investigation by interpreting and explaining the information they have collected in relation to the fieldwork question. This includes recognizing any trends and spatial patterns found in the information collected.
Where appropriate, an attempt should be made to identify and explain any anomalies.
Students must also refer to the geographic context, information collected and the ways in which the material
has been treated and presented.
The treatment and display of material and the written analysis must be integrated within this section. The suggested length for the work in the section related to criterion C and criterion D is 1,350 words.
E... Conclusion
Students should summarize the findings of the fieldwork investigation. There should be a clear, concise statement answering the fieldwork question. It is acceptable for the conclusion to state that the findings do not match the student’s preliminary judgment or prediction.
The suggested length of this section for work appropriate to criterion E is approximately 200 words.
F... Evaluation
Students should review their investigative methodology, including methods of collecting primary information. Within this, they should consider any factors that may have affected the validity of the data, including personal bias and unpredicted external circumstances such as the weather.
Students should suggest specific and plausible ways in which the study might have been improved and could be extended in the future.
The suggested length of this section for work appropriate to criterion F is approximately 300 words.
G... Formal requirements
The fieldwork written report must meet the following five formal requirements of organization and presentation.
General advice
Maps
It is strongly recommended that maps are student-generated, either by being hand drawn or computer-derived, and they must be made relevant to the study. Maps that are downloaded or photocopied should be adapted to the student’s own information and this may be achieved effectively by overlays. Normal map conventions must be followed.Appendices
A very limited use of appendices is acceptable and, if appendices are used, these should contain only examples of materials that have been used or are representative of the material used, such as a data sheet or a translation of a questionnaire. It should not include all materials used, for example, every survey or questionnaire completed. Further, it should not include secondary information.Binding the report
Details on how to bind and present the reports for moderation are available in the Handbook of procedures for the Diploma Programme.
Internal assessment criteria—SL/HL
There are seven internal assessment criteria for fieldwork.
The criteria should be applied systematically against the relevant parts of the written report.
A... Fieldwork question and geographic context
This criterion assesses the focus and geographic context of the fieldwork and whether the fieldwork question is related to the material in the syllabus.
B... Method(s) of investigation
This criterion assesses the description, justification and appropriateness of the method(s) used to investigate the fieldwork question.
C... Quality and treatment of information collected
This criterion assesses the quality of information collected and its suitability for analysis in criterion D, and whether appropriate techniques have been used for both the treatment and display of information.
D... Written analysis
This criterion assesses the quality of the analysis of the results, referring to the fieldwork question, geographic context, information collected and illustrative material.
is a well-reasoned, detailed analysis of the results with references to
the fieldwork question, geographic context, information collected and illustrative material. There is an attempt to explain any anomalies in results.
with strong references to the fieldwork question, geographic context, information collected and illustrative material. The attempt to explain any anomalies in results is good.
E... Conclusion
This criterion assesses the ability of the student to summarize the findings of the fieldwork investigation.
F... Evaluation
This criterion assesses the student’s ability to review the investigative methodology.
Internal assessment
G... Formal requirements
This criterion assesses the extent to which the student meets the five formal requirements of writing, organizing and presenting the written report.
END OF INTERNAL ASSESSMENT FIELDWORK SECTION
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SECTION 7 HL/SL: Glossary Of Command Terms
Below you will find terms that are commonly used academic words especially in this subject. You will see them on your exams. You should not only know them, but use them in your writing when you do your Internal Assessment Fieldwork Report.